TDA 2.3 UNIT 3.3 Identify examples of communication difficulties that they may exist Communication difficulties may occur between individuals or groups and may arise for a variety of reasons. These reasons must be considered and strategies developed to overcome them. Lack of confidence Adults can sometimes act in an aggressive way if they are unsure about what they are doing or lack confidence. We need to be sensitive and offer encouragement and support. To help a child with lack of confidence we need use praise, support and encouragement to try and overcome the problem and help them gain confidence.
Individual’s self-esteem can be low, and their body language may be closed or negative, this can make communication difficult with an individual whom is distressed because you may not get any feed back from them, or you may not get a change to talk or be listened to to help them. The individual may even talk a different language or revert back to their mother tongue, which can cause a communication barrier. Also if the individual has a learning disability they may not understand how/why they are feeling, or may not know how to express it. 1.4 Explain how working with an individual who is distressed may impact on own well-being. Working with a person whom is distressed can also be distressing for the person caring and comforting
If people feel you are approachable then they will not hesitate to seek any clarification they may require on any communication and this in itself supports effective communication. Other means of supporting communication can be the utilisation of various forms and or arranging regular meetings (and minutes) with the concerned persons. Action Plans can sometimes be drawn up showing target completion dates and/or outcomes against each point being communicated. 1.3 Analyse the barriers and challenges to communication within own job role. There are numerous barriers and challenges that I have to consider when communicating with others.
These ways of working needs to be enforced by management and needs to be continually monitored, with supervisions and staff meetings held regular. Management should also be checking on the feedback sheets that are filled in at the training courses to ensure that staff are receiving the correct and relevant training. Because if they are not being trained in the correct ways to start with the whole process will produce negative feedback and reduce staff moral if they feel they are not supported regularly. Unfortunately if management sometimes fail in not holding regular staff meetings to gain feedback and to promote a good working environment staff moral will deteriorate, which in turn will affect the level of care being provide to individuals in our care and staff retention will fall. If management enforce following these ways of working and passing on all positive comments and praising good working practice would ensure that all members of staff are working towards the same goals and to achieving good working
In order to do so each individual needs to make sure that they are doing their part. Communication is very important and in order to make a great project everyone needs to communicate and issues they may be having such as being late, have problem with the assignment, making sure that if you are going to be late for a meeting you let the assigned team leader know. If you are having trouble with the work let someone know we are here for each other and need one another to be successful. The potential barriers to making sure that our goals are met would be if a team member does not let anyone know what is going on. The way we will overcome this is if a member doesn’t take the steps need to correct the issues this is ground for termination and the team will have no choice but to move on without said individual.
2.1- Explain why individuals might be reluctant to raise concerns and make complaints. If a staff member wishes to raise concern or make a complaint, it can sometimes be difficult as they don’t want to upset their team members or cause any friction. The complaint could lead to an investigation that could possibly lead to suspension of another team member and this would have a huge impact on the complainant. Feelings of guilt, anxiety and regret are all factors that would contribute to complainants being reluctant to raising concerns or make
Specific types of unwanted behaviour that should be referred to others: • When pupils are a danger to themselves and/or others • When you are dealing with a difficult situation on your own • If pupils are not carrying out your instructions and you are not in control of the situation • When you are not comfortable dealing with a pupil, for example they are behaving in a threatening manner or behaving unpredictably • When an incident is serious enough to warrant the involvement of a senior member of staff. Depending on the situation; different referrals may have to be used. It may be appropriate to just have support from another adult within the school. However, there is also a wider range of specialist support available. Specialist support within the school: • SENCO or supervisor This will be the first point of contact for behaviour support and arranging additional strategies for use within the classroom.
Unit 304 2.1 Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights. Conflicts and Dilemmas that may arise between the duty of care and individuals rights could be staff having a difference of opinion over an individual for example a staff member believing they have signs of abuse and another staff member thinking they don’t. This could lead to conflict between the individual’s family / carers if staff involved other agencies such as Social Services. Dilemmas could be knowing when to get further help regarding child/adult protection and safeguarding issues for example if you did not refer the case to social services the individual might still continue to suffer abuse. Another dilemma would be knowing when to break confidentiality and share information.
Issues Affecting Career Counseling Goals Clients from multicultural populations will be facing barriers, making it difficult for both the counselor and the client when attempting to set goals. In order for a counselor to set reachable goals for their clients, he or she must “view clients within the context of their environment, explore whether client problems are connected to oppressive, social, political, or economic conditions, move beyond the traditional models of helping” (Ratts & Santos, 2012, pg. 113). Going beyond what one has learned includes being an advocate for the client. As a client’s advocate, a counselor will be able to recognize how factors regarding the client’s “social, political, economic, and cultural background” (Ratts & Santos, 2012, pg.
Other behaviours that could be of concern and interfere with learning could be attention maintenance, hyperactivity, or severe withdrawal. The point of concern is if the behaviour is something that hinders the child from functioning in a productive way, it is something that should trigger a teacher to seek outside assistance. Depending on the situation different referrals may have to be used. It may be appropriate to just have support from another adult within the school. However, there is a wider range of specialist support